Description and Summary of Workshop: Numerous practical evidence-based techniques and low tech strategies for effectively addressing the learning needs of students with autism spectrum disorder were discussed. Bus, cubby, recess, lockers, snack/lunch, independent work area, bathroom, gym/PE, group time, circle time, classroom partitions, quiet area strategies given. Left to right work systems, top to bottom work systems, number match work systems, assignment breakdown cards, academic subjects, and homework strategies were also discussed. Specifically addressed social relations, receptive and expressive communication and restricted patterns of behavior. An educational planning guide was shared to assist teams in identifying the source of challenging behaviors.
How does it or does not relate to the future for the AHRC Education Department? Basic level strategies, many already in use at preschool, elementary, and middle/HS within agency. However, ALL CHILDREN 3-21 need individual visual schedules to increase motivation, focused attention, understand the passage of time as well as manage obsessions, sensory diets, breaks for self-regulation and increase independent functioning. Also FIRST →THEN should used not IF→THEN, activity Termination cards with a timer i.e., red/yellow/green stop light example for stop/almost done/go
SOME ¨ Possibility to turn-key by who and to whom:
Numerous practical evidence-based techniques and low tech strategies for effectively addressing the learning needs of students with autism spectrum disorder were discussed. Bus, cubby, recess, lockers, snack/lunch, independent work area, bathroom, gym/PE, group time, circle time, classroom partitions, quiet area strategies given. Left to right work systems, top to bottom work systems, number match work systems, assignment breakdown cards, academic subjects, and homework strategies were also discussed. Specifically addressed social relations, receptive and expressive communication and restricted patterns of behavior. An educational planning guide was shared to assist teams in identifying the source of challenging behaviors.
How does it or does not relate to the future for the AHRC Education Department?
Basic level strategies, many already in use at preschool, elementary, and middle/HS within agency.
However, ALL CHILDREN 3-21 need individual visual schedules to increase motivation, focused attention, understand the passage of time as well as manage obsessions, sensory diets, breaks for self-regulation and increase independent functioning. Also FIRST →THEN should used not IF→THEN, activity Termination cards with a timer i.e., red/yellow/green stop light example for stop/almost done/go
SOME ¨ Possibility to turn-key by who and to whom:
Very basic strategies listed in above paragraph